Emerging Curriculum

Emerging Curriculum

Volumn , Issue , 2008, Pages 1-230

  Begg, Andrew J C ^a  

^a AUCKLAND UNIVERSITY OF TECHNOLOGY   (New Zealand)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79957991619     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1163/9789087903879     Document Type: Book

References (300)

1. Abram, D. (1996). The spell of the sensuous: Perception and language in a more than human world. New York: Pantheon Books.
2. Ahmed, A. (1987). Better mathematics: A curriculum development study based on the low attainers in mathematics project. London: Her Majesty’s Stationery Office.
3. Alexander, C., Ishikawa, S., Silverstein, M., Jacobson, M., Fiksdahl-King, I., & Angel, S. (1977). A pattern language: Towns, buildings, construction. New York: Oxford University Press.
4. Ashton-Warner, S. (1963). Teacher. New York: Simon & Schuster.
5. Ashton-Warner, S. (1972). Teacher in America. USA (1974 ed.). London: Cassell.
6. Atkinson, T., & Claxton, G. (2000). The intuitive practitioner: On the value of not always knowing what one is doing. Buckingham/Philadelphia: Open University Press.
7. Ausubel, D. (1978). In defense of advance organizers: A reply to the critics. Review of Educational Research, 48, 251-257.
8. Ausubel, D., & Robinson, F. (1969). School learning: An introduction to educational psychology. New York: Holt, Rhinehart & Winston (Cited in Mason & Johnston-Wilder, 2004, pp. 152-153).
9. Baker, R., & Begg, A. (2003). Change in the school curriculum: Looking to the future. In: J. Keeves & R. Watanabe (Eds.), International handbook of educational research in the Asia-Pacific region (Part 1, pp. 539-552). Dordrecht: Kluwer.
10. Batchelor, S. (1998). Buddhism without beliefs: A contemporary guide to awakening. London: Bloomsbury.
11. Bateson, G. (1972). Steps to an ecology of mind. New York: Ballentine Books.
12. Bateson, G. (1979). Mind and nature: A necessary unity. New York: E.P. Dutton.
13. Beeby, C. (1986). Introduction. In: Renwick, W. Moving targets: Six essays on educational policy (pp. xi-xlv). Wellington: NZ Council for Educational Research.
14. Begg, A. (1964). A teaching aid suggestion. New Zealand Mathematics Magazine, 1(3).
15. Begg, A. (1975). Mathematical Teaching and School Libraries. New Zealand Mathematics Magazine, 12(3).
16. Begg, A. (1980). Comments on the criteria for evaluation of Auckland Metropolitan College and Four Avenues. Unpublished paper for evaluation committee.
17. Begg, A. (1988). Some changes in statistics teaching and assessment in New Zealand. In: A. Hawkins (Ed.) (1990), Training teachers to teach statistics (pp. 39-45). Voorburg: International Statistical Institute (Proceedings of the International Statistical Institute Round Table Conference), Budapest.
18. Begg, A. (1989). Mathematics—where is the new syllabus. Introductory paper at a Teacher-Only Day on ‘Designing courses in secondary schools’, Dunedin Teachers College.
19. Begg, A. (Ed.). (1989-1991). ME/1-6 (Mathematics Education Newsletter).
20. Begg, A. (1990). Mathtrends: Developments in NZ high school mathematics. In: Mathematical turning points—strategies for the 1990s, (Proceedings of the 13th biennial conference of the Australian Association of Mathematics Teachers), Hobart.
21. Begg, A. (1990-1999). (Editorial Board) SAMEpapers 1990-1999 (Science and mathematics education yearbook).
22. Begg, A. (Ed.). (1991). Mathematika Pasefika—Pre-conference work book (UNESCO conference) Hamilton, University of Waikato.
23. Begg, A. (Ed.). (1991-1999). ICME(NZ)/1-16 (Mathematics Education Newsletter).
24. Begg, A. (Ed.). (1992a). Mathematika Pasefika—vocabulary database (version 2.0) (UNESCO conference) Hamilton, University of Waikato.
25. Begg, A. (Ed.). (1992b). Mathematika Pasefika—conference proceedings (UNESCO conference) Hamilton, University of Waikato.
26. Begg, A. (1992c). Establishing a research agenda for statistics education. In: Periera-Mendoza, Lionel (Ed.) (1993), Introducing data analysis in the schools: Who should teach it and how? (pp. 212-218). (Proceedings of the International Statistical Institute Roundtable Conference, Lennoxville, Quebec), Voorburg: ISI.
27. Begg, A. (Ed.). (1993a). MATHSassessment, (Produced under a Ministry of Education contract, submitted for publication, unpublished).
28. Begg, A. (1993b). Changes in statistics education. Paper presented at the University of the South Pacific to the Institute of Education and the Fiji Mathematics Association.
29. Begg, A. (1993c). Future directions: Curricula or frameworks? Paper presented at the conference of the NZ Association for Research in Education, Hamilton.
30. Begg, A. (1994a). Professional development of high school mathematics teachers. Unpublished DPhil thesis, University of Waikato.
31. Begg, A. (1994b). The mathematics curriculum. In: J. Neyland (Ed.), Mathematics education: A handbook for teachers, Volume 1 (pp. 193-200). Masterton: Wairarapa Education Resource Centre (and, Reston, VA: National Council of Teachers of Mathematics).
32. Begg, A. (1994c). New dimensions for the mathematics curriculum. Submitted for publication to ‘Mathematics into the 21st century project’, Unpublished.
33. Begg, A. (1995a). Statistics and the mathematical processes, Teaching Statistics, 17(2) 40-43.
34. Begg, A. (1995b). Popularising mathematics. In: A. Richards (Ed.), Flair, (Proceedings of the 15th Biennial Conference of the Australian Association of Mathematics Teachers), Darwin: AAMT.
35. Begg, A. (1995c). A comparative curriculum study. In: B. Atweh & S. Flavell (Eds.), Galtha, (Proceedings of the 18th Annual Conference of the Mathematics Education Research Group of Australasia), Darwin: MERGA.
36. Begg, A. (1995d). The mathematics curriculum: A comparative study. SAMEpapers 1995 (pp. 161185).
37. Begg, A. (1996). Women making a difference! In: J. Horring (Ed.) (1997), Celebrating constructive change—women as an influence in mathematics education, (Proceedings of Seminar at Auckland University, Mathematics Education Unit), Auckland: Auckland University.
38. Begg, A. (1997a) Some emerging influences underpinning assessment in statistics. In: I. Gal & J. Garfield (Eds.), The assessment challenge in statistics education (pp. 17-25). Amsterdam: IOS Press (International Statistical Institute).
39. Begg, A. (1997b). Mathematics curriculum development alternatives from federal states. Unpublished sabbatical report, University of Waikato.
40. Begg, A. (1998a). Mathematics curriculum project: Phase 3—report. Hamilton: Centre for Science, Mathematics and Technology Education Research, University of Waikato.
41. Begg, A. (1998b). Mathematics curricula: Some issues. Seminar presentation at CSMTER, University of Waikato.
42. Begg, A. (1998c). Mathematics curriculum and development. In: C. Kanes, M. Goos, & E. Warren (Eds.), Teaching mathematics in new times (Vol 1, pp. 98-105). (Proceedings of the 21st Annual Conference of the Mathematics Education Research Group of Australasia), Gold Coast: MERGA.
43. Begg, A. (1999a). Mathematics curriculum research: Ensuring teachers’ voices are heard. Paper presented at the City University of New York (College of Staten Island) and at the biennial conference of the NZ Assn of Mathematics Teachers.
44. Begg, A. (1999b). Enactivism and Mathematics Education. In: J. Truran & K. Truran (Eds.), Making the Difference (Proceedings of 22nd Annual Conference of the Mathematical Education Research Group of Australasia, Adelaide), Sydney: MERGA, 68-75.
45. Begg, A. (1999c). Learning Theories and Mathematics: A, B, C, D, and E. Paper presented at the biennial conference of the NZ Assn of Mathematics Teachers, Dunedin.
46. Begg, A. (2000a). Looking backwards, looking forwards, and looking for direction. In: J. Bana & A. Chapman (Eds.), Mathematics education beyond 2000 (pp. 11-26). (Proceedings of 23rd Annual Conference of Mathematical Education Research Group of Australasia, Fremantle) Sydney: MERGA.
47. Begg, A. (2000b). Course Outline for “Mathematics education: Learning theory and curriculum” (0781.532). Hamilton: University of Waikato (CSMTER).
48. Begg, A. (2001a). Researching in education from an enactivist perspective. A discussion paper from workshop on ‘Enactivism as a research methodology’, La Trobe University Melbourne.
49. Begg, A. (2001b). Living and Learning Systems. In: S. Gunn & A. Begg (Eds.), Mind, body and society: Emerging understandings of knowing and learning (pp. 29-34). Melbourne: University of Melbourne, Department of Mathematics & Statistics (Discussion papers from a one-day workshop).
50. Begg, A. (2001c). Rethinking curriculum and professional development: ‘KISS’ or ‘KICC’? Seminar discussion paper presented at Monash University, Melbourne.
51. Begg, A. (2001d). Research and development: Some issues. Educational Issues Seminar presented at the Institute for Educational Development of the Aga Khan Univesity, Karachi.
52. Begg, A. (2001e). Values in mathematics education: Some ideas for discussion. An unpublished position paper for discussion, Monash University.
53. Begg, A. (2002a). Reconceptualizing the statistics curriculum: A discussion paper. Paper presented to the ‘Stochastical thinking, learning and teaching discussion group’ at the 26th Annual Conference of the International Group for the Psychology of Mathematics Education, East Anglia.
54. Begg, A. (2002b). Mathematics in the New Zealand Curriculum: Curriculum concerns. New Zealand Mathematics Magazine, 39(2), 3-16.
55. Begg, A. (2003a). Mathematics Curricula. In: J. Keeves & R. Watanabe (Eds.), International Handbook of Educational Research in the Asia-Pacific Region (Part 1, pp. 597-612). Dordrecht: Kluwer.
56. Begg, A. (2003b). More than collaboration: Care, concern, connections, and curriculum. In: A. Peter-Koop, V. Santos-Wagner, C. Breen, & A. Begg (Eds.), Collaboration in teacher education (pp. 253268). Dordrecht: Kluwer.
57. Begg, A. (2004a). Statistics curriculum and development: New ways of working. Paper presented at the Statistics Roundtable Conference on Curriculum of the International Association for Statistics Education, Lund Sweden.
58. Begg, A. (2004b). Thinking in the mathematics and statistics curriculum. Paper presented at Seminar for Teachers, Mathematicians and Statisticians, presented at the Institute for Fundamental Studies, Massey University, Palmerston North.
59. Begg, A. (Ed.). (2005). Curriculum matters 1:2005, (the first of a planned series of Yearbook). Wellington: NZ Council for Educational Research.
60. Begg, A. (2006a). Ethno-mathematics, ethno-knowledge, and ethno-education. Paper presented at the Third International Conference on Ethnomathematics, Auckland.
61. Begg, A. (2006b). Review of Working Papers, The New Zealand Curriculum, A Consultation Document. Unpublished review for the NZ Ministry of Education.
62. Begg, A., Bakalevu, S., Edwards, R., Koloto, A., & Sharma, S. (1996). Mathematics and culture in Oceania. Paper presented to Working Group 21: Mathematics and culture, at the 8th International Congress on mathematical education, Seville.
63. Begg, A., Davis, B., & Bramald, R. (2003). Obstacles to the dissemination of mathematics education research. In: A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), Second international handbook of mathematics education (Vol 2, ch 17, pp. 593-634). Dordrecht: Kluwer Academic Publishers.
64. Begg, A., Mackintosh, N., & Thomson, D. (1974a). Moving with Mathematics 1. Auckland: Nexus Books (later, Longman Paul).
65. Begg, A., Mackintosh, N., & Thomson, D. (1974b). Moving with Mathematics 2. Auckland: Nexus Books (later, Longman Paul).
66. Begg, A., Mackintosh, N., & Thomson, D. (1975a). Working with Mathematics 1. Auckland: Nexus Books (later, Longman Paul).
67. Begg, A., Mackintosh, N., & Thomson, D. (1975b). Moving with Mathematics 3. Auckland: Nexus Books (later, Longman Paul).
68. Begg, A., Mackintosh, N., & Thomson, D. (1975c). Moving with Mathematics 4. Auckland: Nexus Books (later, Longman Paul).
69. Begg, A., Mackintosh, N., & Thomson, D. (1976a). Working with Mathematics 2. Auckland: Nexus Books (later, Longman Paul).
70. Begg, A., Mackintosh, N., & Thomson, D. (1976b). Moving with Mathematics 5. Auckland: Nexus Books (later, Longman Paul).
71. Begg, A., Mackintosh, N., & Thomson, D. (1976c). Moving with Mathematics 6. Auckland: Nexus Books (later, Longman Paul).
72. Begg, A., Mackintosh, N., & Thomson, D. (1977). Advancing with Mathematics 1. Auckland: Nexus Books (later, Longman Paul).
73. Begg, A., Mackintosh, N., & Thomson, D. (1978). Advancing with Mathematics 2. Auckland: Nexus Books (later, Longman Paul).
74. Begg, A., & Thomson, C. (1969). Supplementary Statistics Examples. Auckland: Auckland Mathematical Association.
75. Belenky, M., Clinchy, B., Goldberger, N., & Tarule, J. (1986). Women’s ways of knowing: The development of self, voice and mind, New York: Basic Books.
76. Bell, B., & Gilbert, J. (1993). Towards a model of teacher development. In: B. Bell (Ed.), I know about LISP but how do I put it into practice? (pp. 365-381). Hamilton: University of Waikato (Report for Ministry of Education).
77. Bereiter, C. (2002). Education and mind in the knowledge age. Mahwah, NJ: Lawrence Erlbaum Associates.
78. Bishop, A. (1988). Mathematical enculturation: A cultural perspective on mathematics education. Dordrecht: Kluwer Academic Publishers.
79. Bertalanffy, L., von (1940). Der Organismus als physikalisches Systm betrachet, Die Naturwissenschaften, 28, pp. 521-531. [Reprinted as The Organism considered as a physical system, being chapter 5 of, Bertalanffy L, von (1969). General System Theory: Foundations, Development, Application (Rev. ed.), New York: George Braziller.] (Cited in Bertalanffy, 1969).
80. Bertalanffy, L., von (1968). Orgasmic psychology and systems theory. Barre, MA: Clark University Press, Barre Publishers.
81. Bertalanffy, L., von (1969). General system theory: Foundations, development, applications (Rev. ed.). New York: George Braziller.
82. Biddulph, F., & Osborne, R. (1984). Making sense of our world: An interactive teaching approach. Hamilton: University of Waikato, Centre for Science and Mathematics Education Research.
83. Bishop, A. (1988). Mathematics education in its cultural context, Educational Studies in Mathematics, 19(2), pp. 179-191.
84. Bishop, A., Clarkson, P., FitzSimons, G., & Seah, W. (2000). Why study values in mathematics education? Contextualising the VAMP project. In: W. Horng & F. -L. Lin (Eds.), Proceedings of the HPM 2000 International Conference on History in Mathematics Education (Vol. 2, pp. 147-154). Taipei: National Taiwan Normal University.
85. Black, P. (1998). Testing: Friend or foe? Theory and practice of assessment and testing. London: Falmer Press.
86. Blake, W. (c. 1803). Auguries of innocence. In: A. Partington (Ed.) (1992), The Oxford dictionary of quotations. Oxford: Oxford University Press.
87. Blumenfeld-Jones, D. (1995). Fidelity as a criterion for practicing and evaluating narrative inquiry. In: J. Hatch & R. Wisniewski (Eds.), Life history and narrative (pp. 25-35). London: Falmer Press.
88. Bowman, A., & Haggerson, N. (1990). Empowering educators through the process of enfolding and unfolding curriculum. In: J. Sears & D. Marshall (Eds.), Teaching and thinking about curriculum: Critical inquiries (Chap. 4). New York: Teachers College Press.
89. Brown, J., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-41.
90. Bruner, J. (1960). The process of education, Cambridge, MA: Harvard University Press.
91. Bruner, J. (1966). Towards a theory of instruction. Cambridge, MA: Harvard University Press.
92. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
93. Bruner, J. (1996). The Culture of Education, Cambridge, MA: Harvard University Press.
94. Burns, R., & Smith, G. (2005). Designing spaces for learning. In: Blurring the boundaries, sharpening the focus. CD Proceedings of the 2005 biennial conference of the Australian Curriculum Studies Association, University of the Sunshine Coast.
95. Capra, F. (1996). The web of life: A new synthesis of mind and matter, London: Harper Collins (also published as: Capra, F. (1996). The web of life: A new scientific understanding of living systems. New York: Anchor Books).
96. Capra, F. (2002). The hidden connections: Integrating the biological, cognitive, and social dimensions of life into a science of sustainability. New York: Doubleday.
97. Carr J., & Begg, A. (1994). Introducing box and whisker plots. Paper presented at the 4th International Conference on Teaching Statistics, Marrakech.
98. Cattengo, C. (1988). The mind teaches the brain. New York: Educational Solutions.
99. Casti, J. (1994). Complexification: Explaining a paradoxical world through the science of surprise. New York: HarperCollins.
100. Chalmers, F. G. (2004). Learning from histories of art education: An overview of research and issues. In E. Eisner & M. Day (Eds.), Handbook or research and policy in art education. Mahwah, NJ: Lawrence Erlbaum Associates.
101. Chardin, P. (1955). La phenomene humain, Editions du Seuil. (English translation, 1974, In B. Wall (trans.), The phenomenon of man, London: Fontana).
102. Clandinin, D. J. & Connelly, F. M. (2000). Narrative Inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass.
103. Clark, E. (1997). Designing and implementing an integrated curriculum: A student-centered approach. Brandon, VT: Holistic Education Press.
104. Claxton, G. (1997). Hare brain, tortoise mind: Why intelligence increases when you think less. London: Fourth Estate.
105. Claxton, G. (1999). Wise-Up: The challenge of life long learning. London: Bloomsbury Publishing.
106. Claxton, G. (2002). Building learning power: How to help young people become better learners. Bristol, UK: TLO.
107. Claxton, G. (2004). Mathematics and the mind gym: How subject teaching develops a learning mentality. For the learning of mathematics, 24(2), 27-32.
108. Cobb, P. (1999). Individual and collective mathematical development: The case of statistical data analysis. Mathematical thinking and learning, 1(1), 5-43.
109. Cockcroft, W. (Chair) (1982). Mathematics counts. London: Her Majesty’s Stationery Office (Report of the Committee of Inquiry into the Teaching of Mathematics in Schools, DES & WO).
110. Confrey, J. (1994). A theory of intellectual development. For the learning of mathematics, 14(3), 2-8.
111. Cox, D. (1998). Statistics for the millenium: Some remarks on statistical education. The Statistician, 47(1), 211-213.
112. Crowley, M. (1987). The van Hiele Model of the development of geometric thought. In: M. Lindquist & A. Shulte (Eds.), Learning and teaching geometry, K—12. Reston, VA: National Council of Teachers of Mathematics (1987 Yearbook).
113. Damasio, A. (1994). Descartes’ error: Emotion, reason, and the human brain, New York: G P Putnam’s Sons.
114. Damasio, A. (2000). The feeling of what happens, New York: Harvest Books/Harcourt.
115. D’Ambrosio, U. (1984). Socio-cultural bases for mathematics education. In: M. Carss (Ed.) (1986), Proceedings of the Fifth International Congress on Mathematics Education (Adelaide, August 1984, pp. 1-6). Boston: Birkhauser.
116. D’Ambrosio, U. (2006). The scenario thirty years later. Plenary keynote address at the Third International Conference on Ethnomathematics, Auckland.
117. Davis, B. (1996). Teaching mathematics: Towards a sound alternative. New York: Garland Publishing.
118. Davis, B., & Simmt, E. (2003). Understanding learning systems: Mathematics education and complexity science. Journal of Research in Mathematics Education, 34(2), 137-167.
119. Davis, B., Sumara, D., & Kieren, T. (1996). Cognition, co-emergence, curriculum. Journal of Curriculum Studies, 28(2), 151-169.
120. Davis, B., Sumara, D., & Luce-Kapler, R. (2000). Engaging minds: Learning and teaching in a complex world. Mahwah, NJ: Lawrence Erlbaum.
121. Davis, P., & Hersh, R. (1981). The mathematical experience, Boston: Birkhauser.
122. Dawson, S. (1999). The enactivist perspective on teacher development: ‘a path laid while walking’. In:B. Jaworski, T. Wood, & Dawson, S. (Eds.), Mathematics teacher education: Critical international perspectives (pp. 148-162). London: Falmer Press.
123. Deleuze, G., & Guattari, F. (1988). A thousand plateaus: Capitalism and schizophrenia, London: The Althone Press (B. Massumi (trans.), originally published as Mille plateaux, Vol. 2 of Capitalisme et schizophrenie, 1980, Paris: Les Editions de Minuit).
124. Department of Education. (1969). Mathematics: Primer 1 to Standard 4, Syllabus for Schools. Wellington: Author.
125. Department of Education. (1972). Mathematics: Forms 1 to 4, Syllabus for Schools. Wellington: Author.
126. Department of Education. (1985). Mathematics: Junior Classes to Standard Four, Syllabus for Schools. Wellington: Author.
127. Department of Education. (1985-1989). In A. Begg (Ed.), Mathnews 11—22 (An occasional newsletter for form 1 to 7 mathematics teachers). Wellington: CDD, Author.
128. Department of Education. (1986a). In A. Begg (Ed.), Mathematics, Forms 1 to 4, Introduction, Wellington, Author.
129. Department of Education. (1986b). In A. Begg (Ed.), Mathematics, Forms 3 and 4, Ideas, Wellington, Author.
130. Department of Education. (1986c). In A. Begg (Ed.), Mathematics with Statistics, Form 7, Wellington, Author.
131. Department of Education. (1986d). In A. Begg (Ed.), Mathematics with Calculus, Form 7, Wellington, Author.
132. Department of Education. (1986e). In A. Begg (Ed.), Curriculum review: Some guidelines for high schools developing their curriculum. (Draft edition for comment), Wellington: Author.
133. Department of Education. (1986f). In A. Begg (Ed.), Mathprints #1: (Black line masters for teachers) Wellington: CDD, Author.
134. Department of Education. (1986g). In A. Begg (Ed.), Maths Discussion Starters (Development kit), Wellington, CDD, Author.
135. Department of Education. (1987). Mathematics: Forms 1 to 4, Syllabus for Schools. Wellington: Author.
136. Department of Education/Ministry of Education. (1987-1991). In A. Begg (Ed.), Maths at work, Maths in the artifical environment, Maths at play, Maths in the natural environment, Maths at home, a series of 5 ‘Mathpix picture packs’. Wellington, Learning Media/Ministry of Education.
137. Department of Education. (1988a). In A. Begg (Ed.), Mathematics with Statistics Supplement, Form 7, Wellington, CDD, Author.
138. Department of Education. (1988b). In A. Begg (Ed.), Some ideas on assessment: Mathematics,forms 3— 7, Wellington, CDD, Author.
139. Department of Education. (1989). Draft Syllabus Mathematics: Forms 5 to 7. Wellington: Author.
140. Depraz, N., Varela, F., & Vermersch, P. (2002). On becoming aware: A pragmatics of experiencing, Amsterdam/Philadelphia: John Benjamins Publishing Company.
141. Dewey, J. (1902). The child and the curriculum, Chicago: University of Chicago Press (1966 ed.)
142. Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education, New York: The Free Press (1966 ed.).
143. Dewey, J. (1938a). Experience and education, New York: Kappa Delta Pi (1997 edition, New York: Touchstone).
144. Dewey, J. (1938b/1997). Power and knowledge: Selected interviews and other writings, New York: Touchstone.
145. Dienes, Z. (1963). An experimental study of mathematics-learning. London: Hutchinson Educational.
146. Doll, W. (1993). A post-modern perspective on curriculum. New York: Teachers College Press.
147. Donaldson, M. (1992). Human minds: An exploration. New York: Allen Lane/Penguin.
148. Eco, U. (1992). Overinterpreting texts. In: U. Eco, R. Rorty, J. Culler, & C. Brooke-Rose (Eds.) (1992), Interpretation and overinterpretation (Chap. 2, pp. 45-66). Cambridge: Cambridge University Press.
149. Edelman, G. (1987). Neural Darwinism: The theory of neuronal group selection. New York: Basic Books.
150. Edwards, B. (1989). Drawing on the right side of the brain. USA: Tarcher.
151. Egan, K. (1996). The educated mind: How cognitive tools shape our understanding, Chicago & London: University of Chicago Press.
152. Engelbrecht, J., & Harding, A. (2001). Mathematics is not got grown ups. Seminar, Mathematics Education Unit, University of Auckland.
153. Engler, J. (1984). Buddhist psychology: Contributions to Western psychological theory. In: A. Molino (Ed.) (1998), The couch and the tree: Dialogues in psychoanalysis and Buddhism. New York: Farrar, Straus & Giroux.
154. Firsov, V. (1996). Russian standards: Concepts and decisions. Paper presented to the 8th International Congress on Mathematics Education, Seville.
155. Flewelling, G. (2002). We need learning tasks that support sense making. Paper presented at the International Conference ‘The humanistic renaissance in mathematics education’ Palermo (Mathematics Education into the 21st Century Project).
156. Foucault, M. (1980). Power and knowledge: Selected interviews and other writings, 1972-1977, Brighton: Harvester Press.
157. Freire, P. (1972). In M. Ramos (Trans.), Pedagogy of the oppressed, Harmondsworth: Penguin Books.
158. Fromm, E. (1957). The art of loving. London: George Allen and Unwin.
159. Fromm, E. (1978). To have or to be? London: Sphere Books (Abacus edition).
160. Fromm, E. (1993). The art of being. London: Constable and Company.
161. Fromm E (1994). The art of listening. London: Constable and Company.
162. Gadamer, H. -G. (1988). Truth and method, (2nd rev. ed., 2000). New York: Continuum Publishing Company.
163. Gardner, M. (1978). Aha! Insight. New York/San Francisco: Scientific American; W H Freeman & Company.
164. Gibran, K. (1926). The prophet, (1974 ed.). London: Heinemann.
165. Gilbert, J. (2005). Catching the knowledge wave? The knowledge society and the future of education. Wellington: NZCER Press.
166. Gilligan, C. (1982). In a different voice: Psychological theory and women’s development, Cambridge, MA: Harvard University Press.
167. Goleman, D. (1996). Emotional intelligence: Why it can matter more than I.Q. London: Bloomsbury.
168. Gollnick, J. (2005). Religion and spirituality in the life cycle. New York: Peter Lang Publishing (Vol. 9 in the series, Studies in education and spirituality).
169. Gravemeijer, K. (1994). Developing realistic mathematics. Utrecht: Freudenthal Institute.
170. Greene, M. (1990). Contestaire (A response to Bowman & Haggerson, 1990). In: J. Sears & D. Marshall (Eds.), Teaching and thinking about curriculum: Critical inquiries (pp. 75-78). New York: Teachers College Press.
171. Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change, San Francisco: Jossey-Bass.
172. Grumet, M. (1988). Bitter milk: Women and teaching. Amherst: University of Massachusetts Press (Cited in Blumenfeld-Jones, 1995).
173. Grundy, S. (1987). Curriculum: Product or praxis? London: Routledge Falmer.
174. Gunn, S. (2001). Enactivism and models for professional development. In: S. Gunn & A. Begg (Eds.), Mind, body and society: Emerging understandings of knowing and learning (pp. 95-103). Melbourne: University of Melbourne, Department of Mathematics and Statistics.
175. Gunn, S. (2003). Re-visioning curriculum: An evolutionary perspective. Unpublished paper.
176. Hamilton, M. (2005). We grow in the shade of each other: A study of connections, empowerment and learning in the middle years of schooling. Unpublished DEd thesis, Australian Catholic University.
177. Harris, M. (1990). Common threads. London: British Council (Exhibition & Catalogue, A. Begg (Ed.), Modified catalogue for exhibition at Hamilton, NZ.
178. Hart, T. (2001). From information to transformation: Education for the evolution of consciousness, New York: Peter Lang (Counterpoints Vol. 162).
179. Hatch, J., & Wisniewski, R. (1995). Life history and narrative: Questions, issues and exemplary works. In: J. Hatch & R. Wisniewski (Eds.), Life history and narrative (pp. 113-135). London: Falmer Press.
180. Heikkinen, H. (2002). Whatever is narrative research? In: R. Huttunen, H. Heikkinen, & L. Syrjala (Eds.), Narrative research: Voices of teachers and philosophers, Jyvaskyla Finland: SoPhi/(Dept. of Social Sciences, University of Jyvaskyla).
181. Hersh, R. (1997). What is mathematics, really? London: Jonathan Cape.
182. Hoban, G. (2002). Teacher learning for educational change: A systems thinking approach. Buckingham/Philadelphia: Open University Press.
183. Holmes, F. (Chair) (1974). Directions for educational development. A report prepared by the advisory council on educational planning, Wellington, Government Printer.
184. Houssart, J. (2004). Low attainers in primary mathematics: The whisperers and the maths fairy. London & New York: Routledge/Falmer.
185. Howe, A. (1996). Developments of science concepts within a Vygotskian framework. Science Education, 80(1), 35-51.
186. Huebner, D. (1985/1999) Spirituality and knowing. (Essay written in 1985). In: V. Hillis (Ed.) (1999), The lure of the transcendent: Collected essays by Dwayne E Huebner. Mahwah. NJ: Lawrence Erlbaum Associates.
187. Humphrey, D., & Topping, J. (1961). A shorter intermediate mechanics (2nd ed.). London: Longmans, Green & Co Ltd. (1st ed., 1949).
188. Ilon, L. (2000). Knowledge, labour and education, Compare, 30(3), 275-282.
189. Jacobs, J. (2005). Dark age ahead. Toronto: Vintage Canada/Random House.
190. Jaworski, B. (1994). Group communication. (Nordic Conference on Mathematics Teaching, Lahti Finland).
191. Joseph, G. (c1995). Notes taken at a seminar at the Centre for Science and Mathematics Education Research, University of Waikato.
192. Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. New York: Hyperion.
193. Kabat-Zinn, J. (2005). Coming to our senses: Healing ourselves and the world through mindfulness. New York: Hyperion.
194. Kelman, H. (1958). Psychoanalytic thought and Eastern wisdom. In: A. Molino (Ed.) (1998), The couch and the tree: Dialogues in psychoanalysis and Buddhism. New York: Farrar, Straus & Giroux.
195. Kemmis, S., & Fitzclarence, L. (1986). Curriculum theorising: Beyond reproduction theory. Geelong: Deakin University.
196. Kieren, T. (1995). Teaching in the middle: Enactivist view on teaching and learning mathematics. Invited plenary at Queens/Gage Canadian National Mathematics Leadership Conference: Queens University (Cited in Dawson, 1999).
197. Kotasek, J., & Svecova, J. (1995). Czech Republic. In: T. Postlethwaite (Ed.), International Encyclopaedia of National Systems of Education (2nd ed., pp. 257-265). Oxford: Pergamon.
198. Krishnamurti, J. (1956). Education and the significance of life. London: Victor Gollancz.
199. Langer, E. (1989). Mindfulness. Reading, MA: Addison-Wesley Publishing Company.
200. Langer, E. (1997). The power of mindful learning. Reading, MA: Addison-Wesley Publishing Company.
201. Langer, E. (2005). On becoming an artist: Reinventing yourself through mindful creativity New York: Ballantine Books.
202. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, MA: Cambridge University Press.
203. Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. London: Sage Publications.
204. Little, W., Fowler, H., Coulson, J., & Onions, C. (1956). The Shorter Oxford English Dictionary.Oxford: Oxford University Press.
205. Luhmann, N. (1995/1984) Social systems. Stanford, CA: Stanford University Press. (J. Bednarz & D. Baecker Trans.), Originally published in German in 1984 as: Soziale Systeme: Grundrifi einer allgemeinen Theorie, Suhrkamp Verlag Frankfurt am Main).
206. Mann, D. (1987). Correspondences: The shaping of a school. Palmerston North: Dunmore Press.
207. Marton, F., & Booth, S. (1997). Learning and awareness, Mahwah, NJ: Lawrence Erlbaum Associates. Maslow, A. (1964). Religions, values and peak experiences. New York: Viking Press.
208. Mason, J. (1998). Researching from the inside in mathematics education. In: A. Sierpinska & J. Kilpatrick (Eds.), Mathematics education as a research domain: A search for identity (pp. 357-377). Dordrecht: Kluwer Academic Press.
209. Mason, J. (2001). Workshop notes, Johor Baru. [Also in: J. Mason & S. Johnston-Wilder (Eds.) (2004), Fundamental constructs in mathematics education, London; New York: Routledge; Falmer].
210. Mason, J. (2002a). Researching your own practice: The discipline of noticing, London: Routledge/Falmer.
211. Mason, J. (2002b). Generalisation and algebra: Exploiting children’s powers. In: L. Haggarty (Ed.),Aspects of teaching secondary mathematics; perspectives on practice (pp. 105-120). London: RoutledgeFalmer.
212. Mason, J., & Johnston-Wilder, S. (Eds.). (2004). Fundamental constructs in mathematics education, London; New York: Routledge/Falmer.
213. Maturana, H. (1970). Biology of cognition. Biological Computer Lab. Research Report 9.0, Urbana: University of Illinois (Reprinted, Maturana & Varela, 1980).
214. Maturana, H., & Varela, F. (1980). Autopoiesis and cognition: The realization of the living. Dordrecht: Reidel.
215. Maturana, H., & Varela, F. (1987). The tree of knowledge: The biological roots of human understanding, Boston: Shambhala Press.
216. Merilainen, & Syrjala (2002). Autobiographical writing as a self-construction. Towards a duography. In: R. Huttunen, H. Heikkinen, & L. Syrjala (Eds.), Narrative research: Voices of teachers and philosophers (pp. 157-172). Jyvaskyla Finland: SoPhi/(Dept. of Social Sciences, University of Jyvaskyla).
217. Merleau-Ponty, M. (1962). In C. Smith (Trans.), Phenomenology of perception, London: Routledge & Kegan Paul.
218. Merleau-Ponty, M. (1964). Primacy of perception, Evanston, IL: Northwestern University Press.
219. Miller, J. (1996). The holistic curriculum. (Rev. and expanded ed.) Toronto: OISE Press, (Ontario Institute for Studies in Education).
220. Mingers, J. (1995). Self-producing systems: Implications and applications of autopoiesis, New York: Plenum Press.
221. Ministry of Education. (1992). Mathematics in the New Zealand Curriculum. Wellington: Learning Media/Ministry of Education.
222. Ministry of Education.(1993). The New Zealand Curriculum Framework. Wellington: Learning Media/Ministry of Education.
223. Ministry of Education. (1994). Pangarau. Wellington: Learning Media/Ministry of Education, (Mathematics Curriculum—Maori version).
224. Moustakas, C. (1990). Heuristic research: Design, methodology, and applications, Newbury Park, CA: Sage Publications.
225. Munro, R. (Chair) (1969). Education in change: Report of the curriculum review group of the New Zealand Post Primary Teachers’ Association. Auckland: Longman Paul (with NZPPTA).
226. Nairn, M., Hall, G., & Begg, A. (1966). Secondary school arithmetic. England: Edward Arnold.
227. Nairn, M., Hall, G., & Begg, A. (1968). Elementary secondary school trigonometry. England: Edward Arnold.
228. Naisbitt, J., & Aburdene, P. (1990). Megatrends 2000: The next ten years… major changes in your life and world. London: Sidgwick & Jackson.
229. National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
230. Neill, A. (1962). Summerhill: A radical approach to education. London: Gollancz (1968 ed., Harmondsworth: Penguin).
231. New Zealand Qualifications Authority. (1995). Quality assurance for degrees and related qualifications. Wellington: NZ Qualifications Authority.
232. Neyland, J. (2001). An ethical critique of technocratic mathematics education: Towards an ethical philosophy of mathematics education. Unpublished PhD thesis, Wellington: Victoria University of Wellington.
233. Nhat Hanh, T. (1987). The miracle of mindfulness: A manual on meditation (Rev. ed.). Boston: Beacon Press. (First published in 1975 as: Phep la cua su tinh thuc, M. Ho (Trans.))
234. Noddings, N. (1992). The challenge to care in schools, New York: Teachers College Press.
235. O’Neill, P., Laidlaw, M., Maseyk, N., Parr, R., Spence, R., & Begg, A. (1973a) Units in mathematics, Series T. Wellington: A H & A W Reed.
236. O’Neill, P., Laidlaw, M., Maseyk, N., Parr, R., Spence, R., & Begg, A. (1973b). Units in mathematics, Series F. Wellington: A H & A W Reed.
237. O’Neill, P., Laidlaw, M., Maseyk, N., Parr, R., Spence, R., & Begg, A. (1974). Units in mathematics, Series V. Wellington: A H & A W Reed.
238. O’Neill, P., Laidlaw, M., Maseyk, N., Parr, R., Spence, R., Begg, A., et al. (1972a). The shape of mathematics 3A. Wellington: A H & A W Reed.
239. O’Neill, P., Laidlaw, M., Maseyk, N., Parr, R., Spence, R., Begg, A., et al. (1972b). The shape of mathematics 3B. Wellington: A H & A W Reed.
240. O’Riley, P. (1998). Troubling research: Regenerating technology discourses and educational inquiry as “mutual learning” conversations. Paper presented at the conference of the NZ Association for Research in Education, Dunedin.
241. Osborne, R., & Freyberg, P. (Eds.). (1985). Learning in science: The implications of children’s science. Auckland: Heineman.
242. Papy. (1963). Mathematique moderne I, Brussels & Paris: Marcel Didier. [English version: Papy (1968). Modern mathematics 1, London: Collier-Macmillan, F. Gorner (Trans.)]
243. Papy. (1967). Mathematique moderne 2. Brussels & Paris: Marcel Didier.
244. Pearsall, J. (Ed.). (2001). The concise Oxford dictionary (10th ed., rev.) New York/Oxford: Oxford University Press.
245. Peter-Koop, A., Santos-Wagner, V., Breen, C., & Begg, A. (Eds.). (2003). Collaboration in teacher education. Dordrecht: Kluwer.
246. Piaget, J. (1937). La Construction du reel chez l’enfant. Neuchatal: Delachaux et Niestle [1954, The construction of reality in the child. New York: Basic Books, M. Cook M (Trans.)]
247. Plotkin, H. (1998). Evolution in mind: An introduction to evolutionary psychology. Cambridge, MA: Harvard University Press.
248. Polanyi, M. (1958). Personal knowledge. London: Routledge & Kegan Paul.
249. Polya, G. (1957). How to solve it: A new aspect of mathematical method, New York: Doubleday.
250. Postlethwaite, T. (2003). Educational research and educational policy-making in Asian and Pacific countries. In: J. Keeves & R. Watanabe (Eds.), International Handbook of Educational Research in the Asia-Pacific Region (Part 1, pp. 93-106). Dordrecht: Kluwer.
251. Postman, N., & Weingartner, C. (1971). Teaching as a subversive activity. Harmondsworth: Penguin.
252. PrIME Project. (1987). One year of CAN—reflection of a year’s work. Homerton College, Cambridge (Can being the ‘Calculator Aware Number’ part of PrIME, the ‘Primary Initiatives in Mathematics Education’ project).
253. PrIME Project. (1989). The second year of CAN. Homerton College, Cambridge.
254. Print, M. (1987). Curriculum development and design. London: Allen & Unwin.
255. Ralston, A. (1994). A zero-based curriculum, ICMIBulletin 36 (Reprinted in ICMI (NZ)/10).
256. Raunft, R. (Ed.). (2001). The autobiographical lectures of some prominent art educators. Reston, VA: National Art Education Association. (Cited in Chalmers 2004, p. 15).
257. Reagan, T. (2000). Non-western educational traditions: Alternative approaches to educational thought and practice (2nd ed.). Mahwah NJ: Lawrence Erlbaum Associates.
258. Renwick, W. (1979). Marrying the spirit of the age. Paper presented to the Australian Capital Territory Institute of Education Administration, Canberra, 7 Nov 1979, Reprinted in: Renwick W (1986). Moving targets: Six essays on educational policy (pp. 103-124). Wellington: NZ Council for Educational Research.
259. Renwick, W. (1986). Moving targets: Six essays on educational policy. Wellington: NZ Council for Educational Research.
260. Resnick, L., & Ford, W. (1981). The psychology of mathematics for instruction. Hillsdale, NJ: Lawrence Erlbaum.
261. Robinson, I. (1989). The empowerment paradigm for the professional development of teachers of mathematics. In: N. Ellerton & M. Clements (Eds.), School mathematics: The challenge to change (pp. 269-283). Geelong: Deakin University Press.
262. Rogers, C. (1969). Freedom to learn. Columbus, OH: Charles E Merrill Publishing.
263. Rogers, C. (1978). Carl Rogers on personal power. London: Constable and Company.
264. Rogers, C. (1980). A way of being. Boston: Houghton Mifflin Company.
265. Salomon, G., & Perkins, D. (1998). Individual and social aspects of learning. Review of Research in Education, 23, 1-24.
266. Saul, J. (1992). Voltaire’s bastards: The dictatorship of reason in the West. Toronto: Penguin Books.
267. Schon, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
268. Shakespeare, W. (1600). As you like it.
269. Shepard, L. (2000). The role of classroom assessment in teaching and learning, (CSE Technical Report 517). Los Angeles & Santa Cruz: University of California, Centre for the Study of Evaluation & Centre for Research on Education.
270. Skinner, B. (1953). Science and human behaviour. New York: Macmillan.
271. Smith, A. (2004). Making mathematics count? UK: DfES. Retrieved from http://www.mathsinquiry.org.uk/report/index.html.
272. Smith, D. (2003). Preface: Some thoughts on living in-between. In: Hasebe-Ludt E & Hurren W (Eds.), Curriculum intertext (Counterpoints Vol. 193, pp. xv-xvii). New York: Peter Lang.
273. Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heinemann.
274. Stigler, J. (1994). Learning mathematics from classroom instruction: Cross cultural and experimental perspectives. (Notes taken from) Presentation at 17th conference of MERGA, Lismore, NSW.
275. Taylor, P. (1997). A senior high school math text-book In Process, Kingston Canada: Queen’s University.
276. Thomas, W. (Chair) (1943). The post-primary school curriculum, Wellington: Department of Education. (Report of committee appointed by the Minister of Education in 1942).
277. Thorndike, E. (1922). The psychology of arithmetic. New York: The Macmillan Company.
278. Tripp, D. (1993). Critical incidents in teaching: Developing professional judgement, London: Routledge.
279. van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. London Ontario: The Althouse Press, University of Western Ontario (for State University of New York).
280. van Manen, M. (Ed.). (2002). Writing in the dark: Phenomenological studies in interpretive inquiry. London, Ontario: The Althouse Press, University of Western Ontario (& reprinted by the State University of New York Press).
281. Varela, F. (1987). Laying down a path while walking. In: W. Thompson (Ed.), Gaia: A way of knowing. Barrington, MA: Lindisfarne Press.
282. Varela, F. (1999). Ethical know-how: Action, wisdom and cognition. Stanford: Stanford University Press.
283. Varela, F., Thompson, E., & Rosch, E. (1991). The embodied mind: Cognitive science and human experience, Cambridge, MA: MIT Press.
284. Vaseo, S., & Hinton, L. (2005). Learning to think: Philosophy in the classroom. In: Blurring the boundaries, sharpening the focus. CD Proceedings of the 2005 biennial conference of the Australian Curriculum Studies Association, University of the Sunshine Coast.
285. Vere-Jones, D., & Begg, A. (1989). Some Emerging Changes in Statistics Education in New Zealand Schools (pp. 199-207). In: Conference proceedings of the 7th Session of the International Statistical Institute. ISI, Paris.
286. von Glasersfeld, E. (1983). Learning as a constructive activity. PME-NA Proceedings (pp. 41-69), Montreal, 1983.
287. von Glasersfeld, E. (1990). An exposition of constructivism: Why some like it radical. In: R. Davis, C. Maher, & N. Noddings (Eds.) (1990), Constructivist views on the teaching and learning of mathematics (pp. 19-29). Reston, VA: National Council of Teachers of Mathematics (JRME, Monograph # 4).
288. von Glasersfeld, E. (1995). Radical constructivism: A way of knowing and learning, London: Falmer Press.
289. Vygotsky, L. (1962). Thought and language. (E. Hanfmann & G. Vakar (Eds. & Trans.), Cambridge, MA, MIT Press.
290. Vygotsky, L. (1978). In: M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
291. Walker, A (2005). Now is the time to open your heart. New York: Ballantine/Random House.
292. Wertheimer, M. (1980). Gestalt theory of learning. In: G. Gazda & R. Corsini (Eds.), Theories of learning: A cooperative approach (Chapter 7, pp. 208-251). Itasca, IL: F E Peacock Publishers.
293. Wheatley, M. (1992). Leadership and the new science; Learning about organization from an orderly universe. San Francisco: Berrett-Koehler Publishers.
294. Whitehead, A. (1911). An introduction to mathematics, (Reprinted 1948). Oxford: Oxford University Press.
295. Whitehead, A. (1927-28/1978) Process and reality: An essay in cosmology. (1927-28: Gifford lectures delivered in the University of Edinburgh, (Reprinted 1978: Corrected edition, D. Griffin & D. Sherburne (Eds.)) New York: The Free Press.
296. Whitehead, A. (1932). The aims of education and other essays, London: Williams & Norgate.
297. Wigley, A. (1992). Models for teaching mathematics. In MT141 (pp. 4-7).
298. Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of child psychology, 17, 89-100 (Cited in: Mason, J. & Johnston-Wilder, S., 2004).
299. Wragg, E. (1997). The cubic curriculum. London: Routledge.
300. Young, M. (1998). The curriculum of the future: From the ‘new sociology of education’ to a critical theory of learning, London: Falmer.